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Quiz

Elaboration Likelihood Model

A T 10 perguntas

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Perguntas do quiz (10)

  1. 1The ELM points to 2 routes to persuasion - central and peripheral.

    Central: a [blank_start]thoughtful[blank_end] and [blank_start]cognitively effortful[blank_end] route that occurs when the person is [blank_start]both motivated and able[blank_end] to think about the merits of the issue under consideration.

    => Use relevant argument content

    => [blank_start]Thoughtful[blank_end] attitude changes (central) are postulated to be [blank_start]more[blank_end] accessible to memory, [blank_start]persistent[blank_end] over time, [blank_start]resistant[blank_end] to counterpersuasive attempts, and [blank_start]predictive[blank_end] of behavior.
    1. Athoughtful
    2. Bless thoughtful
    3. Ccognitively effortful
    4. Dmore emotional
    5. Eboth motivated and able
    6. Fneither motivated nor able
    7. GThoughtful
    8. HEmotional
    9. Imore
    10. Jless
    11. Kpersistent
    12. Lless persistent
    13. Mresistant
    14. Nless resistant
    15. Opredictive
    16. Pnot predictive
  2. 2The ELM points to 2 routes to persuasion - central and peripheral.

    Peripheral: a [blank_start]less thoughtful[blank_end] route, more [blank_start]emotional[blank_end] occurring motivation or ability is [blank_start]low[blank_end]. People rely on simple cue and on mental shortcuts (called heuristics).

    => Use number of arguments, feeling induced by arguments

    => Emotional/peripheral attitude change is [blank_start]temporary[blank_end] and [blank_start]more[blank_end] susceptible to counterpersuasion.
    1. Aless thoughtful
    2. Bmore thoughtful
    3. Cemotional
    4. Dcognitive
    5. Elow
    6. Fhigh
    7. Gtemporary
    8. Hlong-term
    9. Imore
    10. Jless
  3. 3Whether someone takes the central or peripheral route in processing a message is influenced by the context under which the arguments are provided, influencing the motivation to think or ability to think.

    ›[blank_start]Motivation[blank_end]: Influenced by personal relevance, general enjoyment of thinking, being personally responsible for processing the message.

    ›[blank_start]Ability:[blank_end] ›an individual needing the resources, time and skills to understand and attend to a message.
    1. AMotivation
    2. BAbility
    3. CAbility:
    4. DMotivation:
  4. 4Which of the following factors will influence whether a person is motivated or able to process a message?›
    1. Aintelligence
    2. Bhas time to engage in the message
    3. Chas actual knowledge of the subject
    4. Dthinks they have knowledge of the subject
    5. Eis distracted
    6. Fis risk-seeking
    7. Gis motivated by gain
    8. Hhigh self-efficacy
    9. Istrong social network
    10. Jbelieves they can master new behaviour
  5. 5The first step in the ELM is to consider the [blank_start]elaboration[blank_end] level of the target audience.

    Motivation to process:
    Are the people motivated?
    Is the message [blank_start]relevant[blank_end] for them?
    Are they in need for cognition or affect?

    Ability to process:
    are the people able to [blank_start]think deeply[blank_end]?
    low distraction context should be used if aiming at [blank_start]central[blank_end] route.
    Use of peripheral route if context with [blank_start]high[blank_end] distraction
    1. Aelaboration
    2. Beducational
    3. Cstructural
    4. Drelevant
    5. Eeasy
    6. Fthink deeply
    7. Gbelieve the source
    8. Hcentral
    9. Iperipheral
    10. Jhigh
    11. Klow
  6. 6The first step of the ELM is to consider the audience elaboration level.

    The second step is to design and evaluate message [blank_start]characteristics[blank_end] - does the message contain information that can serve as cues, arguments or both?
    1. Acharacteristics
    2. Bstrengths
  7. 7The first step of the ELM is to consider the audience elaboration level.

    The second step is to design and evaluate the message characteristics.

    The third step of the ELM concerns the message [blank_start]objectives[blank_end] - is immediate or enduring attitude change desired?
    1. Aobjectives
    2. Btone
  8. 8The first step of the ELM is to consider the audience [blank_start]elaboration[blank_end] level.

    The second step is to design and evaluate the message [blank_start]characteristics[blank_end].

    The third step of the ELM concerns the message [blank_start]objectives[blank_end] - is immediate or enduring attitude change desired?

    The fourth step of the ELM is to evaluate the fit between audience elaboration, message characteristics and objectives. Is there [blank_start]consistency[blank_end] between audience elaboration level, message characteristics and message objectives?
    1. Aconsistency
    2. Bflow
    3. Celaboration
    4. Dunderstanding
    5. Echaracteristics
    6. Foptions
    7. Gobjectives
    8. Hlimitations
  9. 9The first step of the ELM is to consider the audience elaboration level.

    The second step is to design and evaluate the message characteristics.

    The third step of the ELM concerns the message objectives - is immediate or enduring attitude change desired?

    The fourth step of the ELM is to evaluate the fit between audience elaboration, message characteristics and objectives. Is there consistency between audience elaboration level, message characteristics and message objectives?

    The fifth step is to [blank_start]test[blank_end] message effectiveness. Experimentally examine whether the message is more effective under low or high elaboration.
    1. Atest
    2. Bcorrectly interpret
  10. 10The first step of the ELM is to consider the audience elaboration level.

    The second step is to design and evaluate the message characteristics.

    The third step of the ELM concerns the message objectives - is immediate or enduring attitude change desired?

    The fourth step of the ELM is to evaluate the fit between audience elaboration, message characteristics and objectives. Is there consistency between audience elaboration level, message characteristics and message objectives?

    The fifth step is to test message effectiveness. Experimentally examine whether the message is more effective under low or high elaboration.

    The final step is to [blank_start]evaluate[blank_end] message effectiveness. Was the message effective at the elaboration level specified? How was the certainty of the attitude influenced?
    1. Aevaluate
    2. Bdisseminate

Informações

Descrição
Elaboration Likelihood Model
Autor
A T
Idioma
English
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